A constructivist based instructional systems design for undergraduate discrete mathematics
An instructional system design (ISD) for a one-term course in the undergraduate Discrete Mathematics course for Computer Science students of De La Salle University is developed in this study.The ISD embraced a constructivist theory which stressed reflection. The subjects of the study were twelve Com...
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| Format: | text |
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Animo Repository
1996
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| Online Access: | https://animorepository.dlsu.edu.ph/etd_doctoral/752 |
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| Institution: | De La Salle University |
| Summary: | An instructional system design (ISD) for a one-term course in the undergraduate Discrete Mathematics course for Computer Science students of De La Salle University is developed in this study.The ISD embraced a constructivist theory which stressed reflection. The subjects of the study were twelve Computer Science students. There were five males and seven females who were enrolled in a class on Introductory Discrete Mathematics (DISMATH) during the first term of SY 1995-1996.The study used both the qualitative and quantitative methods of research. Descriptive statistics supported the quantitative analysis of data gathered from scores in the diagnostic tests, quizzes, and evaluation of the teaching materials and the ISD. Phenomenographic interpretations supported the qualitative analysis of the activities including exercises, journal writings, and interviews.The result of the study showed that a one-term course on Discrete Mathematics should include the fundamentals of logic, algebra of logic, quantification theory, inductive definition and proof, binary relations and functions. Because the lessons were presented in order and the strategies were compatible with constructivism, the cognitive and affective objectives set by the ISD were accomplished. The student's achievement was significantly high as indicated by the pretest and posttest.The teachers gave the ISD an outstanding rating while the students rated it very satisfactory. The experts gave the teaching materials an excellent rating.
However, the students' attitude towards Mathematics did not differ significantly after the course. Nevertheless, they appreciated the learning environment of mutual support, care, trust, and concern created in the ISD within the theory of constructivism and reflection.Based on these results and findings, a mini-theory on Mathematics instruction was developed. When students who met problem situations in Mathematics were given time to reflect on their experiences, they learned to construct their own strategy of mathematical reasoning. They understood their own learning process and were able to deal with problem situations. Thus, their understanding of the concepts in Mathematics was facilitated. |
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